Myidea: Teaching Quantum Mechanics Conceptually Through Situated Writing

myIDEA OVERVIEW Physical chemistry courses traditionally depend heavily on formulas and mathematical reasoning. While these aspects of the discipline are necessary, a conceptual understanding of the physical principles behind the mathematics is also extremely important. This is a dimension of the field that is too often neglected in undergraduate physical chemistry courses. To help compensate for this perceived deficit, students enrolled in Chemistry 260 at the University of Michigan, an introductory physical chemistry course, are given the opportunity to participate in a small, highly collaborative “studio” environment (Chemistry 260H) that promotes the conceptual understanding of physical chemistry through writing and peer-review Samuel Pazicni is an instructor for Introductory Physical Chemistry (Quantum Mechanics and Thermodynamics). Chemistry 260H is opted for by ~15% of the Chemistry 260 enrollment (~20 students). One chemistry graduate student (Anne Vázquez) and 14 undergraduates have thus far contributed to the development of Chemistry 260H.

TIMELINE Over the next 5 years, Chemistry 260H students will create learning artifacts geared toward teaching quantum mechanics at an introductory level. Once these artifacts are completed for all topics, they will be assembled into a “living” introductory quantum mechanics text for use in the Chemistry 260 course. Chemistry 260H students will then go on to produce other non-traditional learning artifacts, such as podcasts, animations, and illustrations.

Teaching Quantum Mechanics Conceptually Through Situated Writing Samuel Pazicni, Department of Chemistry, [email protected] Anne Vázquez, Department of Chemistry, [email protected] PROJECT SNAPSHOT WHAT I LEARNED Within the Chemistry 260H studio, students engage in the creation of “learning artifacts,” materials designed to be used as learning resources by other students, e.g. illustrative text sections, problems sets with annotated solutions, and literature-based examples. Along with the typical pedagogical benefits of organizing thoughts and (mis)conceptions, these “situated” writing exercises (i.e. writing to an audience beyond the course instructors) allow students to capture a fresh perspective on learning physical chemistry, which can be used by others to inform their own learning. In essence, students in the Chemistry 260H studio are teaching and learning from each other through the creation and peer-review of learning artifacts. Students in the Chemistry 260H studio are guided by studio peer leaders (SPLs), former Chemistry 260 students who have also been involved in developing prescriptive outlines that guide the creation of the learning artifacts. The Chemistry 260H studio is thus not only an environment where beginning physical chemistry students can ground themselves in a solid conceptual understanding of the field through situated writing, but also one in which continuing students (the peer leaders) can reinforce their understanding of physical chemistry through teaching. Moreover, the artifacts created by these students will be used as supplemental material to aid the learning of future Chemistry 260 students. The fact that studio students are aware that the materials they create will be viewed by many others in addition to those evaluating them is a significant motivating factor throughout the studio experience.

We consider the product of the Chemistry 260H studio to be a “student-authored textbook” of sorts, though, in our design, the process of creating the artifacts that comprise the text has evolved to be just as pedagogically important as the artifacts themselves. We have evidence of increased student engagement as well as increased student mastery of physical chemistry concepts. A majority of the Chemistry 260H studio students felt that the process of “writing to teach others” directly contributed to their success in the course and will benefit them as they progress to upper-level chemistry classes. Not only are Chemistry 260H studio students more deeply engaged in concepts through the studio’s small-group writing and peer-review activities, but they are also creating learning materials more focused on concepts than those currently available for future students to utilize.

First-generation SPLs (from left to right): Jeff Simon, Kailin McLoughlin, Melanie Sabbagh, and Adam Runkle.